ASE 2027 Annual Conference: Full Schedule

The ASE is delighted to be hosting its’ 2027 Annual Conference at the University of Northampton from 7th to 9th January.

08:45 GMT

(Pearson): Practical science models that schools can actually deliver

Thursday January 7, 2027 08:45 - 09:40 GMT

LH125 (Learning Hub Level 1)

This collaborative session invites teachers and leaders to reflect on practical science models that are realistic, workable and educationally valuable. It will explore how practical assessment and practical learning can be designed in ways that support classroom delivery, gather meaningful feedback and balance ambition with the operational realities schools face.

Participants will also explore what makes practical science both educationally valuable and operationally manageable; to surface the barriers schools face in delivering practical science well; and to discuss models that could improve consistency, feasibility and learner experience. Participants will leave with a set of practical design considerations, examples of alternative delivery models and prompts for reviewing practical science in their own context.

Speakers

Shauna O'Brien

Head of Science, Pearson

Poppy Pan

Lead Specialist - Science, Pearson

Thursday January 7, 2027 08:45 - 09:40 GMT
LH125 (Learning Hub Level 1)

Suitable for All key stages

Theme Practical work including beyond the classroom
Key Stage / Audience Type 7-11, 11-14, 14-16, Post-16, Technicians, Trainee Teachers, Early Career Teachers, FE/Skills, Advisors/Consultants, Initial Teacher Educators

09:55 GMT

Keynote: Disciplinary oracy in the science classroom

Thursday January 7, 2027 09:55 - 10:50 GMT

LH013 & LH014 (Learning Hub Ground Floor)

Oracy is set to have a renewed emphasis in the revised National Curriculum, but what is the opportunity for oracy in the science classroom? In this keynote, Amy Gaunt will explore what it means to learn to and through talk in science, supporting students to develop their disciplinary knowledge and understanding while also learning to speak, listen and communicate like scientists.

Through discussion and practical activities, delegates will experience oracy in action and consider the opportunities for creating authentic and meaningful contexts for talk across their own science classrooms and departments.

Speakers

Amy Gaunt

Amy Gaunt is Director of Education at Voice 21, the national oracy charity which exists to increase access to high-quality oracy education.

She is co-author of Create an Oracy Curriculum (2026) and Transform Teaching and Learning through Talk: the Oracy Imperative (2019... Read More →

Thursday January 7, 2027 09:55 - 10:50 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Curriculum (General)
Key Stage / Audience Type International, 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, Post-16, Researchers, Teacher Developers, Trainee Teachers

10:50 GMT

Biology educators tea/coffee and muffins (sponsored by Miss Estruch Teach & Tell)

Thursday January 7, 2027 10:50 - 11:15 GMT

Learning Hub Level 2 landing space outside rooms LH227-230

If your focus is teaching or supporting biology lessons, come along for a networking session with complimentary tea/coffee and a muffin, to discuss how Miss Estruch Teach & Tell can support your practice!

Sponsors

Miss Estruch Teach & Tell

Miss Estruch Teach & Tell is the proud sponsor of the Biology Education Research Programme (BERG) on Thursday of Conference,

'Teach & Tell is run by Miss Estruch (Katie Estruch), a biology teacher since 2009 and former Head of Department, now helping teachers get their most valu... Read More →

Thursday January 7, 2027 10:50 - 11:15 GMT
Learning Hub Level 2 landing space outside rooms LH227-230

11-19

Theme Other
Key Stage / Audience Type 11-14, 14-16, Advisors/Consultants, Post-16, FE/Skills, Initial Teacher Educators, Early Career Teachers, International, Teacher Developers

11:15 GMT

BERG: From sequence to species: Learning through DNA barcoding

Thursday January 7, 2027 11:15 - 12:10 GMT

LH231 (Learning Hub Level 2)

This session will explore how the practical Barcoding For Beginners project is being used to investigate invertebrate biodiversity with learners in years 10-13. Hear about the impact of authentic scientific investigation and collaboration on educators and students and see the resources available to support this inquiry-based project using molecular biology techniques, bioinformatics and transferable skills.

Launched in September 2024, Barcoding For Beginners is a project by Wellcome Connecting Science, funded by a Royal Society SEED Partnership grant. It provided funded CPD for eligible educators, a series of resources, equipment and consumables to support a 10 hour DNA barcoding project in the classroom. This session will discuss the findings from this two year project and examine the impact on educators and learners of completing inquiry-based science, using molecular biology equipment, supported by scientists in the field.

This session will discuss and showcase:
• how DNA barcoding has been used in schools and FE colleges for practical, inquiry-based projects investigating invertebrate biodiversity in years 10 - 13
• how using practical project work can enhance understanding of molecular biology techniques in the curriculum
• the positive engagement of educators and technical staff with Barcoding for beginners CPD and resources
• the impact on practical molecular biology ability, transferable skills and career awareness in participating students
• one of the bioinformatics exercises to showcase how interrogating open access databases can be used in teaching

Attendees will:
• understand the structure and impact of the Barcoding for beginners programme and how it can be applied in school and colleges
• hear about the impact the practical investigations had on students engagement with molecular biology and bioinformatics and their development of practical skills.
• discuss how a DNA barcoding project fits with the curriculum and can be integrated into teaching
•t rial a bioinformatics element from the project to demonstrate how the project can enhance students’ domain-specific skills

Speakers

Francesca Gale

Head of Science Engagement and Enrichment, Welcome Connecting Science

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 11:15 - 12:10 GMT
LH231 (Learning Hub Level 2)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 14-16, Post-16, FE/Skills, Technicians

12:25 GMT

BERG: Collaborating on AI, assessment, and inclusion in HE biosciences

Thursday January 7, 2027 12:25 - 13:20 GMT

LH231 (Learning Hub Level 2)

This interactive session will explore how collaborative, cross-institutional communities of practice can support higher education science educators in responding to emerging pedagogical challenges. The session will introduce the collaborative work of the BERG Higher Education Working Group through two current thematic areas: AI and assessment and decolonising the curriculum.

Through a series of short reflective case studies and emerging examples from participating HEIs, contributors will share approaches, challenges, and ongoing questions relating to inclusive curricula, assessment design, and the impact of generative AI on teaching and learning.

Participants will then be invited to discuss their own institutional experiences, challenges, and priorities within these areas. The session will encourage collaborative dialogue across disciplines and institutions, recognising that many of these challenges extend beyond bioscience education alone.

The session will conclude with a shared reflection on the role of collaborative networks and communities of practice in supporting responsive, inclusive, and evidence-informed approaches to science education in higher education.

Outcomes: - Participants will be able to:

Share current challenges and emerging practices relating to AI, assessment, and inclusive curricula within higher education science education.

Reflect on how different HEIs are responding to shared pedagogical and curricular challenges.

Discuss opportunities and barriers associated with collaborative approaches to educational change.

Consider how cross-institutional communities of practice can support ongoing professional dialogue and development.

Higher education science educators are navigating rapid pedagogical, curricular, and technological change. In response to shared challenges across the sector, members of the Biology Education Research Group (BERG) Higher Education Working Group, part of the Royal Society of Biology, established collaborative thematic groups focused on AI and assessment, and decolonising the curriculum. These groups bring together educators and academics from multiple HEIs to share practice, reflect on emerging challenges, and explore approaches to inclusive and responsive science education.

Speakers

Caroline Smith

Assistant Head of School - Curriculum Innovation and Student Experience, University of Westminster

Sarah Rayment

Nottingham Trent University, Senior Lecturer in Molecular Sciences

Dr Sarah Rayment is a senior lecturer in bioscience within SST. She is co-course leader for Bioscience courses with Integrated Foundation year and centre director for the bioscience scholarship research centre. She is passionate about skill development: whether through authentic student... Read More →

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 12:25 - 13:20 GMT
LH231 (Learning Hub Level 2)

11-19

Theme Other, Using AI and technologies in teaching and learning
Key Stage / Audience Type Post-16, FE/Skills

12:25 GMT

Honorary and Professional Members lunch (invitation only)

Thursday January 7, 2027 12:25 - 13:20 GMT

Leathersellers Hide (Learning Hub Level 4)

This professional registration lunch (by invitation only) is for those Honorary ASE members and member-science teachers and technicians who have gained professional registration or Chartership: CSciTeach, RSci or RSciTech, all of whom are invited to join Lynn Ladbrook, the ASE's CEO along with the Chair Trio for the Association.

New Honorary members will also be announced. Honorary Membership is the ASE's highest honour and is awarded to those individuals that have made outstanding contributions to the work of the ASE in at least two of the following areas:
National affairs of the Association
Regional affairs of the Association
Science education in general (at a national or international level)

Speakers

Lynn Ladbrook

Chief Executive, Association for Science Education

Emily Perry

Professor of Education, Manchester Metropolitan University

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Claire Seeley has been a teacher for over thirty years in a wide variety of contexts including both inner city and rural schools England. Claire is also a Primary Science Consultant, providing both continuing professional development and initial teacher training. She has a passion... Read More →

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

I started my professional career as a classroom teacher and science lead in a London primary school. I was and remain passionate about classroom learning that promotes a scientific mindset alongside the development of an understanding of key scientific concepts. This professional... Read More →

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

I worked in primary schools for over twenty years as a classteacher, senior leader and Deputy Headteacher. I taught across Key stages 1, 2 and 3 in UK and in Spain. During this time I developed a passion for science, art and design, improvised drama, assessment for learning, creativity... Read More →

Rob Butler

Registrar, Association for Science Education

I'm a Chartered Science teacher, the registrar and Project Officer for the ASE (running the Keeping Science Practical project).
I'm a senior professional development leader for the Science Learning Partnership network and I help the Science Council promote their professional registers. I'm an ex-special school senior leader, an ex-science teacher and an OUP author. I jointly run the ASE's Inclusive Science Educati... Read More →

Thursday January 7, 2027 12:25 - 13:20 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Other
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers

13:35 GMT

(MiniOne Systems) Who's Baby Luna's Father? Using DNA Fingerprinting to Solve a Mystery

Thursday January 7, 2027 13:35 - 14:30 GMT

CH314 (Creative Hub Level 3)

Embark on a hands-on adventure and join marine biologists in their quest to uncover the mystery of Luna's father! Meet Luna, an adorable whale calf, and become part of a passionate team determined to solve this heart-warming puzzle using gel electrophoresis and DNA fingerprinting.

Speakers

Erika Fong

Director, MiniOne Systems

Molecular Biology Anywhere and for Everyone! The game changing MiniOne Electrophoresis System was first of its kind designed specifically for teachers and students to have equal access to key biotech techniques with engaging activities. Whether used in the classroom lab or at home... Read More →

Sponsors

MiniOne Systems (Embitec)

Browse our webpage at https://eu.theminione.com for links to:

> The MiniOne Electrophoresis System
> The New e-Pipette
> The MiniOne Incubator
> The Let it Glow Bacterial Transformation MiniLab
> Pipetting and Gel Loading Practice Kits
> MiniOne MiniLabs - complete lab kits for ha

... Read More →

Thursday January 7, 2027 13:35 - 14:30 GMT
CH314 (Creative Hub Level 3)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 14-16, Post-16, Technicians, FE/Skills

13:35 GMT

Harnessing game based learning in science

Thursday January 7, 2027 13:35 - 14:30 GMT

LH344 (Learning Hub Level 3 lab-type space)

Game-Based Learning (GBL) offers powerful opportunities to enhance engagement, motivation, and conceptual understanding in science education. As science educators seek approaches that support curiosity, resilience, and active participation, well-designed learning games—both digital and non-digital—can create meaningful contexts in which students explore scientific ideas through investigation, collaboration, and problem-solving. This session explores how game-based approaches can be integrated thoughtfully into science teaching to support disciplinary knowledge, scientific practices, and inclusive classroom participation.

Rather than treating games as rewards or add-ons, the session focuses on using game-based strategies as structured learning experiences that align with curriculum goals and support progression in scientific understanding. Participants will explore how game mechanics such as challenge, narrative, feedback, role-play, and iteration can be used to strengthen students’ reasoning, modelling, and evidence-based thinking. Examples will include classroom-ready activities that support topics such as ecosystems, forces, energy, particle models, and scientific enquiry skills across primary and secondary settings.

A key emphasis of the session is the role of games in supporting inquiry-based science learning. Game environments naturally encourage experimentation, hypothesis testing, and revision of ideas—processes that mirror authentic scientific practice. Participants will consider how carefully designed gameplay can help learners explore complex systems, visualize abstract concepts, and develop persistence when working through challenging ideas. These approaches help students move beyond memorization towards deeper conceptual understanding.

The session will also highlight how game-based learning can support inclusion and participation. Games can provide alternative entry points into science for learners who may not respond as positively to traditional instructional formats. Collaborative gameplay can encourage discussion, peer explanation, and shared reasoning, helping to build confidence and scientific identity among a wider range of students. Examples will demonstrate how low-cost and accessible game strategies can be adapted for diverse classroom contexts without requiring specialist technology.
Assessment is another important focus. Participants will explore how teachers can use gameplay to gather evidence of student thinking through observation, dialogue, and reflective activities embedded within game experiences. Approaches will be shared for designing purposeful learning games that make students’ reasoning visible while maintaining high expectations for scientific accuracy and rigor. These strategies support formative assessment while promoting engagement and curiosity.

Importantly, the session will address how teachers can select or adapt games in ways that maintain strong pedagogical purpose. Participants will consider how to evaluate whether a game supports conceptual learning rather than distraction, and how gameplay can be integrated within sequences of lessons rather than used in isolation. Practical frameworks will help teachers identify opportunities where game-based approaches can enhance—not replace—effective science teaching.

This interactive session is suitable for educators across primary and secondary phases who are interested in expanding their teaching repertoire through evidence-informed and classroom-ready strategies. Through discussion, shared examples, and collaborative reflection, participants will leave with practical ideas they can adapt immediately to support engaging, rigorous, and inclusive science learning through game-based approaches.

Speakers

Ed Walsh

Science Education Consultant, Ed Walsh Consulting

An author and CPD presenter, I was a teacher for 20 years, 12 of them as team leader. I then worked as a consultant, supporting teachers and science teams, training teachers and developing curriculum materials. I am now a Series Editor for Collins, CPD Trainer for AQA and Development... Read More →

Tammie Schrader

Science Education Consultant, Oakesdale School District/Hagan Foundation

Thursday January 7, 2027 13:35 - 14:30 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Research, Using AI and technologies in teaching and learning
Key Stage / Audience Type 7-11, 11-14, 14-16, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

14:30 GMT

Inside nature: Transforming zoo post‑mortems into powerful biology Education

Thursday January 7, 2027 14:30 - 15:40 GMT

LH323 (Learning Hub Level 3)

Ever wondered how to bring real-world science into your classroom in a meaningful and engaging way? This session introduces Inside Nature, a free resource developed by ZSL that transforms real animal post-mortems into curriculum-linked learning experiences.

You’ll gain insight into the full journey—from veterinary investigation to classroom resource—including the scientific, ethical, and creative decisions involved. Through examples and discussion, we’ll explore how authentic science can enhance engagement, deepen understanding, and make abstract concepts tangible for students.
Whether you’re looking to enrich your curriculum, improve practical engagement, or connect students with real scientific careers, this session will provide inspiration and ready-to-use ideas.

Outcomes: By the end of this session, participants will be able to:
Explain how authentic scientific practices can be adapted into curriculum-aligned resources
Identify effective strategies for using real-world science to enhance student engagement and understanding
Evaluate the use of multimedia approaches (e.g. dissection footage, animation) in supporting learning
Plan how to incorporate similar approaches or resources into their own teaching context

Background: At ZSL, every animal that dies in our care undergoes a post-mortem (necropsy) conducted by specialist veterinary pathologists. These examinations contribute to animal welfare, global research, and the advancement of veterinary knowledge.

Recognising that many secondary schools face barriers to accessing real-world science experiences, ZSL’s Conservation Education team developed Inside Nature. This project bridges classroom learning and authentic scientific practice by transforming real post-mortems into curriculum-linked resources. Drawing on collaboration between educators, scientists, and creative teams, the project translates complex, sensitive material into impactful, accessible teaching tools

Speakers

Robyn Meehan

Senior Learning Officer, Zoological Society of London

Thursday January 7, 2027 14:30 - 15:40 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, Post-16, FE/Skills

14:45 GMT

Presidential Address: We need to talk about equity: Dilemmas, threats and possibilities for science education

Thursday January 7, 2027 14:45 - 15:40 GMT

LH013 & LH014 (Learning Hub Ground Floor)

2026 saw issues of equity, diversity and inclusion thrust violently into the academic and educational spotlight. EDI has been the subject of intense, polarised and painful debate across national and international media, with events that have shaken the academic world to devastating effect.
This presidential address explores the motive of what it means to talk/ speak about equity within science education. It engages with a range of discursive challenges relating to equity issues, spanning resistance to equity through the accusation that “you can’t say anything these days”, to the practical dilemmas that STEM educators may encounter, such as not knowing ‘what you can or can’t say’, through to issues of ‘voice’ and injustice and whose voices are valued, recognised or marginalised and excluded within STEM learning spaces.
The presentation concludes with some possibilities for supporting greater equity, justice and inclusion in and through science education and how educators might speak more justly and productively about equity issues.

Speakers

Professor Louise Archer OBE

ASE President / Karl Mannheim Chair of Sociology of Education, UCL Institute of Education

I am currently the Karl Mannheim Professor of Sociology of Education at UCL IOE (2017-) and co-chair of the Sociology Activity Group (with Jessica Ringrose). Previously I was Professor of Sociology of Education at King's College London, where I was also the Director of the Centre... Read More →

Thursday January 7, 2027 14:45 - 15:40 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Inclusion and Diversity including SEND
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

15:40 GMT

Chair Chat

Thursday January 7, 2027 15:40 - 16:10 GMT

Learning Hub Level 2 landing space outside rooms LH227-230

Our dedicated Chair Trio invite you to drop-in to the “Chair-Chat” sessions on one of the days of Annual Conference 2027. The Chair is a vital role to the ASE, and the elected Chair provides an authoritative voice for the thousands of members that the ASE supports, along with those working within the wider science education community. Those elected remain part of our Chair Trio for 3 years.

Got a question? Ever wondered about what goes on behind the scenes? Ever thought about getting involved in Committee activities? Are you wanting to know more about Professional Registration or writing an article in one of the ASE journals? First time attending our flagship Conference?

If this is your first ASE Conference, then please come along and say Hello.

We look forward to hearing your questions and will endeavour to answer them or point you in a selection of possible right directions!

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Emily Perry

Professor of Education, Manchester Metropolitan University

Thursday January 7, 2027 15:40 - 16:10 GMT
Learning Hub Level 2 landing space outside rooms LH227-230

Suitable for All key stages

Theme Assessment, Curriculum (General), Curriculum Change in England, Inclusion and Diversity including SEND, Leadership, Practical work including beyond the classroom, Recruitment Retention and Wellbeing, Research, Subject knowledge & pedagogy, Sustainability climate c
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

15:40 GMT

Meet the ASE Teacher Developers Committee

Thursday January 7, 2027 15:40 - 16:10 GMT

LH322 (Learning Hub Level 3)

ASE Teacher Developers' supports those whose roles include:

> The design, coordination and facilitation of professional development , mentoring and coaching, whether in school, schools groups or external
> Subject and departmental leadership

If this is you, come along to the "Meet the ASE Teacher Developers Committee" during Thursday afternoon tea break of Annual Conference 2027. We'll share upcoming activities led by the committee and talk about the ways you can get involved. We are keen to hear your views about how the ASE Teacher Developers group can support you and your colleagues.

We look forward to listening to your questions and will endeavour to answer them!

Speakers

Katy Bloom

Associate Professor ITE & Science Lead, York St John University

Thursday January 7, 2027 15:40 - 16:10 GMT
LH322 (Learning Hub Level 3)

Suitable for All key stages

Theme Leadership, Curriculum (General), Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, 5-7, 7-11, Early Career Teachers, FE/Skills, Advisors/Consultants, Initial Teacher Educators, Post-16, Teacher Developers, Trainee Teachers
Social media handle(s) @theASE

17:30 GMT

ASE Reception

Thursday January 7, 2027 17:30 - 19:30 GMT

Leathersellers Hide (Learning Hub Level 4)

The ASE Reception (formerly known as the Members Reception) is an open event for everyone, whether you are an ASE Member or not - it's an opportunity to say hello and network with others after an inspirational first day at Conference. Join us for a glass of bubbly to celebrate the ASE!

The ASE Books of the Year winners will also be announced, as well as the CASTME awardees. We look forward to welcoming everyone on Thursday evening of 2027.

Special Service Awards will also be announced.

Everyone is invited to have their first drink, compliments of the ASE. A PAYG will remain open for the evening until 21.30 for continued networking and socialising.

The Alexander Award: The Alexander prize is awarded annually, to a woman or group that includes women who has made a significant contribution to the scientific, technological, engineering or mathematical (STEM) education of girls or women, in situations of scarce resources.

It is granted in memory of Sir Norman Alexander, a physicist who held various roles in Nigeria, Ghana, Mauritius, Botswana, Lesotho and Swazliand. Sir Norman was married first to Elizabeth Alexander a pioneering scientist herself who carried out research in radar, geology, and tropical soils and then, after her death to Constance Geary, chief women education officer in Northern Nigeria. Mary Alexander, Sir Norman's daughter established the award in Sir Norman’s name, for women and girls in recognition of the pioneering working carried out by his wives and daughter.

CASTME Awards: CASTME’s mission is to raise the general level of STEM education in commonwealth countries and beyond. They support and promote education at all levels, working in partnership with schools, colleges, civil society organisations and industry across the world. Their awards scheme recognises innovation, awareness raising, and sustainability across science education.

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Lynn Ladbrook

Chief Executive, Association for Science Education

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Emily Perry

Professor of Education, Manchester Metropolitan University

Thursday January 7, 2027 17:30 - 19:30 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Other
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers

08:45 GMT

Are we the change? Making ESD effective through inner development

Friday January 8, 2027 08:45 - 09:40 GMT

LH125 (Learning Hub Level 1)

The aim of this session is to invite science teachers practising ESD to honestly examine their inner relationship to change-making, and discover what the IDG framework offers in response. Also to equip participants with practical, IDG-grounded techniques to help pupils experience sustainability as a way of living, not merely a body of knowledge.

"ESD is more than knowledge and skills — it is a way of living." If this is true: Are we living it? And what might quietly prevent us?

This workshop holds space for both. You'll be invited to notice — honestly and without judgement — how your own sustainability work feels from the inside: the urgency, the satisfaction, the fatigue, and perhaps the subtle resistance when genuine progress appears. You'll encounter the identity trap: the deeply human tendency to become so invested in change-making as a source of meaning that we unknowingly slow our own progress.

Far from a counsel of despair, this is an opening. The IDG framework offers a practical map of the inner capacities that ESD actually demands — and techniques for cultivating them, in yourself and in your pupils.

You'll leave knowing which IDG dimensions your teaching currently develops and which remain untouched — and with a few concrete techniques to help yourself and your pupils experience sustainability as lived reality rather than distant abstraction.

Participants should be able to:
> Recognise the identity trap in their own ESD practice and approach it with curiosity rather than resistance
> Identify which IDG dimensions their current teaching cultivates and which remain underdevelope
> Apply at least one embodied, IDG-grounded technique to help pupils experience sustainability as a way of living

Background: A 2010 School Science Review article observed that ESD requires "tenacity and a specific way of working — it is a way of living." Yet years working across sustainability groups revealed a paradox for me: the more committed the change-maker, the more likely they were to have lost felt, embodied connection to what a sustainable future actually looks like to inhabit. Busy change-making had quietly replaced the lived experience of the change itself.
A second, more confronting pattern emerged: we often unknowingly derive identity, purpose, and meaning from the change-making process. When genuine solutions surface, they are subtly resisted — completing the work would require reinventing ourselves. Kegan and Lahey (2009) name this the immunity to change: competing commitments operating largely beneath awareness.

The Inner Development Goals framework (IDG Foundation, 2021), co-created with over 1,000 researchers and practitioners, maps 23 inner skills across five dimensions — Being, Thinking, Relating, Collaborating, and Acting — as the missing complement to the SDGs, and offers a rigorous developmental path for the inner work ESD actually demands.

Speakers

Milán Zoltán Páczai

Secondary Science Teacher & Researcher, Alec Reed Academy

Friday January 8, 2027 08:45 - 09:40 GMT
LH125 (Learning Hub Level 1)

Suitable for All key stages

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type FE/Skills, Initial Teacher Educators, Advisors/Consultants, Trainee Teachers, Early Career Teachers, International

09:55 GMT

My pipette is a lab - the many uses of the single-use pipette

Friday January 8, 2027 09:55 - 10:50 GMT

CH314 (Creative Hub Level 3)

In this session participants will engage in experiments which are conducted solely in a plastic pipette. We will do four experiments on kinetics, equilibrium and extraction.

Participants will measure with and combine different compounds in a pipette and they will observe changes inside the pipette bulb. Our aim is to showcase an easy method to do popular practicals at a lower cost, both timewise and financially. Participants will be left with experiments that work and can be directly applied in their classroom in the same week if they wish. My interest in microscale practicals is born out of necessity - in my country labs are greatly lacking.

In the last 10 or so years I teach teachers in microscale methods and try new experiments in my classroom. In the last few years I work closely with colleagues from UK (school teachers and CLEAPSS) to develop new experiments.

Speakers

Nasko Stamenov

Lecturer, Sofia University, Sofia, Bulgaria

Nasko Stamenov is a chemistry educatior and communicator. He holds a MSc in Materials' science from the Sofia University, Bulgaria, where he currently teaches 'Methodology of the chemistry experiment'. As sciemce communicator Nasko has a weekly show on the Bulgarian National tele... Read More →

Friday January 8, 2027 09:55 - 10:50 GMT
CH314 (Creative Hub Level 3)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Technicians, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants

09:55 GMT

Post-16 chemistry masterclass: IR & 1H NMR spectroscopy

Friday January 8, 2027 09:55 - 10:50 GMT

LH322 (Learning Hub Level 3)

This session will cover IR spectroscopy - interpretation of spectra to determine functional groups & fingerprinting using example spectra run by volunteer delegates to exemplify key teaching and examination points; ditto for 1H NMR spectroscopy - methods of interpreting spectra to determine molecular structure and predicting spectra from known structures - again to exemplify key teaching and examination points.

Outcomes: delegates will be more au fait with what a good examination answer looks like for both IR and 1H NMR and the classic student misconceptions to avoid.

Speakers

Peter Hoare

STEM Outreach Officer, Newcastle University

I am a former chemistry teacher (20 yrs) now working in STEM Outreach at a Russell Group University (16 years) and an experienced (31 yrs) A-level chemistry examiner for a major English exam board. I run many masterclasses, A-level Revision Workshops and Spectroscopy in a Suitcase... Read More →

Friday January 8, 2027 09:55 - 10:50 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type FE/Skills, Advisors/Consultants, Post-16, Early Career Teachers, Trainee Teachers

09:55 GMT

Keynote: Raising the bar - ambition, curiosity and depth in science

Friday January 8, 2027 09:55 - 10:50 GMT

LH013 & LH014 (Learning Hub Ground Floor)

What does an ambitious science education look like from primary through to secondary? This session will explore how we can keep expectations high for all pupils, prioritise depth before pace, and use rich texts, images, examples and questions to provoke curiosity and build secure knowledge.

Mary Myatt will consider what happens when we move beyond coverage and activity and give pupils the intellectual substance and time they need to think, make connections and encounter the power of the discipline. The session will also explore how assessment can support, rather than distort, this ambition.

Speakers

Mary Myatt

Educational writer, speaker, blogger, consultant, Myatt & Co

I'm Mary Myatt an education adviser, writer and speaker working with schools, trusts and organisations across the UK. My work focuses on curriculum, teaching and learning, leadership and, increasingly, how we make Key Stage 3 more ambitious and intellectually generous for every pupil... Read More →

Friday January 8, 2027 09:55 - 10:50 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, Post-16, Early Career Teachers, 5-7, 7-11, Advisors/Consultants, FE/Skills, Initial Teacher Educators, International, Researchers, Teacher Developers, Trainee Teachers
Social media handle(s) @theASE

10:50 GMT

Biology educators tea/coffee and muffins (sponsored by Miss Estruch Teach & Tell)

Friday January 8, 2027 10:50 - 11:15 GMT

Learning Hub Level 2 landing space outside rooms LH227-230

Sponsors

Miss Estruch Teach & Tell

Friday January 8, 2027 10:50 - 11:15 GMT
Learning Hub Level 2 landing space outside rooms LH227-230

11-19

Theme Other
Key Stage / Audience Type 11-14, 14-16, Advisors/Consultants, Post-16, FE/Skills, Initial Teacher Educators, Early Career Teachers, International, Teacher Developers

10:50 GMT

Chair Chat

Friday January 8, 2027 10:50 - 11:15 GMT

Leathersellers Hide (Learning Hub Level 4)

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Emily Perry

Professor of Education, Manchester Metropolitan University

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Friday January 8, 2027 10:50 - 11:15 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Assessment, Curriculum (General), Curriculum Change in England, Inclusion and Diversity including SEND, Leadership, Practical work including beyond the classroom, Recruitment Retention and Wellbeing, Research, Subject knowledge & pedagogy, Sustainability climate c
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

11:15 GMT

PISA 2025: Outcomes and implications for the Teaching and Learning of science

Friday January 8, 2027 11:15 - 12:10 GMT

LH124 (Learning Hub Level 1)

The primary focus of the PISA Assessment in 2025 was on the outcomes of school science education for 15-year-olds. The 2025 Assessment framework, which was the basis of testing in over 90 countries in 2025, introduced three new elements.
First, two of the original competencies in the 2015 framework were merged. This change enabled the introduction of a new third competency that measured students’ ability to “research, evaluate and use scientific information for decision making”.
Second, because of the importance of educating students about the environment, climate change a specific focus on environmental education was added. The framework for this was elaborated in the document Agency in the Anthropocene.

This framework has three new competencies with a focus on education for sustainability and climate change. Finally, the concept of attitudes to science has been broadened to the notion of science identity which introduces the notion of capital. This talk will explain these changes, their rationale and illustrate ways in which they were measured with sample items. In addition, it will present the findings from the results published in September 2026, and discuss their implications.

Speakers

Jonathan Osborne

Professor, Stanford University

My career started by teaching science in London comprehensives in 1972 for 9 years. Curently I am the Kamalachari Professor in Science Education, Emeritus, in the Graduate School of Education, Stanford University in California but now back in the UK. I was President of the US National... Read More →

Friday January 8, 2027 11:15 - 12:10 GMT
LH124 (Learning Hub Level 1)

11-19

Theme Curriculum (General), Research
Key Stage / Audience Type International, 11-14, 14-16, Post-16, Researchers, Teacher Developers, Early Career Teachers, FE/Skills, Advisors/Consultants, Trainee Teachers, Initial Teacher Educators

12:25 GMT

(Pearson) Science reform in action - what comes next for teachers and learners?

Friday January 8, 2027 12:25 - 13:20 GMT

LH013 & LH014 (Learning Hub Ground Floor)

Science education is entering a pivotal period of change. This interactive, evidence-informed session will explore how reform can translate ambitious national intent into qualifications, assessment and classroom practice that work for teachers and learners. Drawing on Pearson’s engagement with teachers, science leaders, students and subject communities, the session will consider what successful reform should achieve , what different stages of science reform could mean for subject leaders, teachers and students, and what schools will need to implement changes successfully.
Session aims

Make science reform tangible and relevant for classroom practitioners and leaders.
Surface practitioner priorities, risks and implementation need so that teacher and learner experience informs future qualification thinking.
Build confidence by identifying proportionate preparation schools can undertake while policy and qualification details continue to develop.

Delegate takeaways

A phased school-readiness checklist.
Practical actions departments can begin without overcommitting.
A sharper understanding of potential implications for learners, teachers and departmental delivery.
Questions and discussion prompts to use with departments, senior leaders and trust teams.

This session is followed by a catered lunch, sponsored by Pearson, for secondary educators and early career teachers or trainees. Please join us to continue the networking opportunity and further explore how Pearson can support you.

Speakers

Shauna O'Brien

Head of Science, Pearson

Tosin Oliyide

Senior Qualifications Manager - Science, Pearson

Friday January 8, 2027 12:25 - 13:20 GMT
LH013 & LH014 (Learning Hub Ground Floor)

11-19

Theme Assessment, Inclusion and Diversity including SEND, Leadership
Key Stage / Audience Type 11-14, 14-16, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants, Teacher Developers

12:25 GMT

Beyond keywords: Disciplinary literacy in Post-16 science curricula

Friday January 8, 2027 12:25 - 13:20 GMT

LH231 (Learning Hub Level 2)

This interactive session will explore how disciplinary literacy can be embedded into post-16 science curricula to support learners in moving beyond the memorisation of key terms towards reading, writing, reasoning and communicating like scientists.

The session draws on work developed at Milton Keynes College Group within a growing sixth form context, where disciplinary literacy has been used as a curriculum design principle across A Level and Applied Science provision. The approach was developed in response to a familiar post-16 challenge: learners may know isolated scientific vocabulary, but struggle to interpret exam questions, explain processes precisely, evaluate evidence, or communicate using the conventions of the discipline. Drawing on research-informed practice in disciplinary literacy, curriculum design, and assessment, the session will show how science teachers can make the hidden demands of scientific reading, writing, and thinking more explicit.

Participants will examine examples of how diagnostic questions can reveal gaps in conceptual understanding, command-word interpretation, and scientific reasoning. The session will also consider how independent study booklets and structured writing tasks can help learners practise the forms of explanation, evaluation and evidence use required in Biology, Chemistry and Forensic Science. There will also be a demonstration of tools which are used to identify specific AO gaps which relate to terminology/application of language and how we address it.

During the session, participants will be able to review sample resources, view the tools we use and given time to consider how similar approaches could be adapted for their own phase, subject or qualification context.

By the end of the session, participants will be able to:

1. Identify the specific literacy demands within post-16 science tasks;
2. Distinguish between teaching scientific vocabulary and developing disciplinary scientific thinking.
3. Use diagnostic questions to uncover barriers to scientific understanding.
4. Adapt examples of disciplinary literacy resources for Biology, Chemistry, Forensic Science or related pathways.
5. Consider how disciplinary literacy can support curriculum planning for academic, applied and future technical science routes.

The session is intended for science teachers, curriculum leaders, post-16 practitioners and anyone interested in strengthening students’ access to complex scientific knowledge through practical, evidence-informed pedagogy.

Speakers

Afsan Redwan

Deputy Head of Sixth Form, Milton Keynes College

Friday January 8, 2027 12:25 - 13:20 GMT
LH231 (Learning Hub Level 2)

11-19

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type Researchers, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

12:25 GMT

Frontier Science: Engineering the future

Friday January 8, 2027 12:25 - 13:30 GMT

LH345 (Learning Hub Level 3 lab-type space)

In this talk, IChemE President Ollie Folayan will share his journey into chemical engineering, describe a day in the life of an engineer, talk about the work he has done to widen access to underrepresented groups and highlight the forces shaping engineering in the future.

Speakers

Ollie Folayan FREng CEng FIChemE

Head of Process Engineering, Costain

Friday January 8, 2027 12:25 - 13:30 GMT
LH345 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Frontier Science
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, FE/Skills, Technicians, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants, Early Career Teachers, Post-16, Teacher Developers
Social media handle(s) @OllieFolayan74

12:25 GMT

What's the point of teaching science? What we've found from research

Friday January 8, 2027 12:25 - 13:30 GMT

LH344 (Learning Hub Level 3 lab-type space)

Science is a mandatory subject across most nations, and we too often take its privileged position for granted. Much has been written about the purpose of education but far less when it comes to the specifics of science education.

Science teaching and curriculum development should be grounded in sound reasons for its presence on the curriculum along with what it should contain and what it should stand for. Over the last year data has been gathered, supported by the ASE, to probe how science teachers perceive the purpose of science education. Surveys have been able to establish certain standpoints are more widely help than others; in this presentation we will look at this research and its findings, and look at science education through the lenses of utility, curiosity, culture and citizenship. This research has implications for all involved in science education, from the classroom through to curriculum policy makers.

By the end of the session colleagues will hopefully have some alternative perspectives on why science education is so important and why its importance will only grow over time.

Speakers

Mark Whalley

Senior Lecturer in Education, University of Chester

I'm a senior lecturer in Educational Leadership at the University of Chester. My main teaching covers Professional Learning and Change Leadership but I also tutor across the MA Educational Leadership programme. My principal research interest is in teacher retention and by focusing... Read More →

Friday January 8, 2027 12:25 - 13:30 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type Researchers, Teacher Developers, 7-11, 11-14, 14-16, FE/Skills, Post-16, Initial Teacher Educators, Early Career Teachers, Trainee Teachers, Advisors/Consultants

13:35 GMT

Ideas exchange to catalyse and support school and research partnerships

Friday January 8, 2027 13:35 - 14:30 GMT

LH321 (Learning Hub Level 3)

In this session I am to explore ‘what works’ in initiatives that support schools and universities/researchers to work together.

Welcoming educators, senior leaders, and STEM professionals with experience funding or supporting research in schools to an exploratory workshop finding out what works to involve young people directly in research and innovation. Come along to learn more. Discussions will also inform the design of a new grant aimed at supporting educators to build the confidence and capacity to tap into existing programmes connecting schools and researchers or run their own research projects.

Outcomes: Participants will share and learn about best practice in integrating participating in research in teaching and learning approaches.

Participants will connect with others with an interest in supporting a culture of research and innovation in UK schools.

Participants will influence the design of a pilot grant being developed by the British Science Association.

There are a number of ways that schools can engage with researchers, including through schemes like IRIS, Orbyts and the Royal Society Partnership scheme. However visibility of, and access to these opportunities is not always consistent. With funding from UKRI, the British Science Association will be supporting UK schools in challenging circumstances to deepen their relationships with research and researchers; by taking part in existing schemes or running their own research projects.

The workshop is for educators, senior leaders, and STEM professionals with experience of funding, supporting, or brokering relationships with research and researchers, as well as educators interested in connecting their students with real research.

Speakers

Susan Matambanadzo

Education Manager, British Science Association

Friday January 8, 2027 13:35 - 14:30 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Research, Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Post-16, FE/Skills, Technicians, Initial Teacher Educators, Advisors/Consultants

13:35 GMT

From clean air to biodiversity: Building student agency in real-world science (Earth Museum)

Friday January 8, 2027 13:35 - 14:30 GMT

LH323 (Learning Hub Level 3)

This session explores how EarthLearn and EarthTogether are supporting schools to develop a coherent, future-facing approach to environmental science education, Moving beyond single-issue topics, these initiatives connect themes such as air quality, climate and biodiversity through real-world student-driven enquiry. Drawing on the Air We Breathe programme as a case study from King's Group Academies, we will demonstrate how local contexts can be used to engage students with global challenges, build data literacy and foster meaningful action. We will also introduce Minibeasts and Me, a new biodiversity-focused programme that extends this model into the study of ecosystems and the natural world.

Participants will gain insight into how authentic contexts, collaboration across schools and partners, and a strong emphasis on student agency can transform science learning. Through interactive discussion and practical examples, the session will consider how these approaches can be adapted across different settings and phases. Aligned with the conference theme, this session highlights how working together can support the development of connected, relevant and empowering science education that equips young people to understand and shape their world.

Speakers

Janet Owen FRSA, AMA

Executive Director, The Earth Museum

Pauline Stirling

Learning Coordinator, The Earth Museum

Louisa Perkins

The Earth Museum

Sponsors

Earth Museum

From global to local - learning that connects communities.
One of the most powerful aspects of our learning platform is its' ability to bridge the global and the local. As well as presenting global programmes, we bring together community-centres stories from around the world and weave meaningful connects between them - helping learners understand... Read More →

Friday January 8, 2027 13:35 - 14:30 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type 11-14, 7-11, Early Career Teachers, FE/Skills, Trainee Teachers, Advisors/Consultants

13:35 GMT

Teaching about ‘AI in real-world science’ in the science classroom

Friday January 8, 2027 13:35 - 14:30 GMT

LH125 (Learning Hub Level 1)

AI technology is changing the fabric of scientific knowledge building. In biology, for example, AlphaFold predicts the structure of proteins and other biomolecules, changing how drugs are developed and diseases are studied. In medicine, AI-powered image generation is changing medical diagnostics. In chemistry, AI tools are automating and accelerating organic chemistry and material discovery. In physics, complex AI-based simulations accelerate research across topics, while AI-based robotics is driving change in engineering. Further, scientific inquiry requires new skills for scientists, such as designing ‘AI experiments’, navigating data ethics and governance, evaluating AI models, and interpreting AI system output.

How, then, is school science changing to teach about this new way of scientific working and these new discoveries? What new AI-related real-world science concepts and skills might be taught?

The aim of this workshop is to start this discussion. We will lead a workshop to brainstorm candidate uses of AI in real-world science and consider what concepts and skills might be introduced at different stages of science education.
We will provide examples of how basic AI literacy concepts have been introduced in existing AI lessons covering topics such as ecosystems and healthcare. We will use these to spark discussion on what content might be taught in classroom science lessons to showcase `AI in real-world science’. We are particularly interested in stimulating discussion on how scientific inquiry in school might change in the light of AI technology.

The outcome from this workshop will be that participants will become more familiar with AI literacy concepts and begin to form ideas about what AI literacy for Science might look like. They will also start to develop ideas for lessons that introduce `AI in real-world science’ into their science classrooms. We do not have the answers to what should be taught and how about `AI in real-world science’, but as computer science education researchers, we would like to facilitate this discussion with science educators to help work towards this goal.

Speakers

Jane Waite

Senior Research Scientist, Raspberry Pi Foundation

Ben Garside

Senior Learning Manager, Raspberry Pi Foundation

Friday January 8, 2027 13:35 - 14:30 GMT
LH125 (Learning Hub Level 1)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning, Research
Key Stage / Audience Type Teacher Developers, Researchers, International, Early Career Teachers, Trainee Teachers, 7-11, 11-14, 14-16, Post-16, FE/Skills, Advisors/Consultants, Initial Teacher Educators

14:45 GMT

Talking Science: who needs teachers anymore? Teaching science in the age of AI (SEPA)

Friday January 8, 2027 14:45 - 15:40 GMT

LH013 & LH014 (Learning Hub Ground Floor)

This year's Talking Science explores the evolving role of teachers in a world increasingly shaped by artificial intelligence. As AI transforms how young people learn, communicate and access knowledge, what does this mean for the future of science teaching? The session will consider both the opportunities and challenges facing science educators in supporting young people to become scientifically literate.
Following short stimulus inputs from our speakers, delegates will discuss and prioritise their recommendations for policy and practice that will help ensure the benefits of AI are realised equitably across science education. The discussion will explore implications for curriculum, assessment, teacher expertise, equity and students' future engagement with science.
SEPA intends to produce a short summary of key themes emerging from the discussion.

In common with our previous Talking Science sessions, this session promises thought-provoking insights and lively debate. We look forward to seeing you there and your contributions.

The Science Education Policy Alliance (SEPA) brings together the Association for Science Education, Institute of Physics, Royal Society, Royal Society of Biology and Royal Society of Chemistry to coordinate and collaborate on science education policy www.se-pa.co.uk

Refreshments will be served at the end of this session, courtesy of SEPA, for 25 minutes.

Speakers

Victoria Hedlund

AI bias researcher, consultant and founder, Gen Ed Labs

Miles Berry

Professor of Computing Education, University of Roehampton

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Sponsors

SEPA

The Science Education Policy Alliance (SEPA) brings together the Association for Science Education, Institute of Physics, Royal Society, Royal Society of Biology and Royal Society of Chemistry to coordinate and collaborate on science education policy, with Professor Dame Athene Donald... Read More →

Friday January 8, 2027 14:45 - 15:40 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning
Key Stage / Audience Type 11-14, 14-16, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Teacher Developers, Trainee Teachers
Social media handle(s) @theASE

16:10 GMT

Frontier Science: What we learn(ed) from rainbows

Friday January 8, 2027 16:10 - 17:05 GMT

LH322 (Learning Hub Level 3)

Unexpectedly, many concepts and practices central to our physics today, that students and educators could find interesting, originated in the study of rainbows.

Speakers

Michael Berry

Emeritus Professor of Physics, University of Bristol

Friday January 8, 2027 16:10 - 17:05 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Frontier Science
Key Stage / Audience Type 14-16, Post-16, International, Initial Teacher Educators, Trainee Teachers, Early Career Teachers, FE/Skills, Teacher Developers

16:10 GMT

Panel: Planning and upskilling CPD for curriculum reform

Friday January 8, 2027 16:10 - 17:05 GMT

LH013 & LH014 (Learning Hub Ground Floor)

This panel brings together CPD, curriculum and science leaders to share how they are approaching the challenge of preparing themselves and their colleagues for the new Programme of Study. Hear how schools are identifying professional learning needs, developing subject knowledge and pedagogical expertise, and planning CPD to build staff confidence and capacity ahead of implementation.

The panel will provide an opportunity to hear directly from those working at the chalkface about the approaches they are taking, the challenges they are encountering and the priorities they have identified as they prepare for curriculum reform.

The discussion will consider the importance of sustained professional learning and how schools can make the most of the time available before September 2028, rather than treating curriculum change as a one-off and finite task.
Whether you are a science leader, curriculum leader, teacher developer or involved in planning professional learning, join us to hear practical experiences and ideas that can inform your own approach to preparing for the new curriculum.

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Friday January 8, 2027 16:10 - 17:05 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Curriculum Change in England, Leadership
Key Stage / Audience Type 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, Post-16, Teacher Developers
Social media handle(s) @theASE

16:10 GMT

The silent teacher: How classroom design co-creates science learning

Friday January 8, 2027 16:10 - 17:05 GMT

LH344 (Learning Hub Level 3 lab-type space)

You may know the idea of the Third Teacher: the Reggio Emilia principle that the physical environment is as formative as any instructor. What might this mean for your science classroom?

This interactive workshop explores how conscious spatial design — layout, naturalness, stimulation, and pupil-controlled affordances — can deepen engagement, support scientific thinking, and strengthen collaborative inquiry. The session itself is designed to demonstrate the very principles it explores.

You'll move through three activities — individual reflection, small-group application, and collective visioning — surfacing answers grounded in your own classroom experience and actionable research. You'll leave with concrete techniques to apply immediately, and the opportunity to help shape what comes next: a founding circle for a UK-wide action research network exploring classroom design in secondary science at scale. This is the future of science education — and we'll build it together.

Participants will be able to:
•Reflect critically on how their classroom's physical features currently support or constrain pupil engagement, cognition, and behaviour
•Apply evidence-based spatial design techniques to enhance science learning outcomes immediately
•Join a founding action research network with shared resources, peer collaboration, and opportunities to both contribute to and benefit from emerging findings

This session aims to:
• convene a founding circle for a UK-wide action research network exploring the transformative potential of classroom design in secondary science settings
• empower teachers and practitioners with evidence-based, immediately applicable answers, built directly from their own classroom experience

Background: Across years of action researching transformative learning experiences, a pattern emerged: expert facilitators consistently build a deliberate relationship with the physical space before their sessions begin. This observation sparked a master's thesis — An Architecture for Empowerment: Exploring How Physical Environments Co-Create Human Capacity — synthesising environmental psychology, 4E Cognition, neuroscience, and architectural theory. Its core finding: physical environments are not backdrops to learning but active co-creators of cognitive, emotional, and relational capacity. Science classrooms — with their fixed benches, equipment-laden surfaces, and competing sensory demands — represent a largely untapped frontier for this work.

Speakers

Milán Zoltán Páczai

Secondary Science Teacher & Researcher, Alec Reed Academy

Friday January 8, 2027 16:10 - 17:05 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Research, Using AI and technologies in teaching and learning
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants, Researchers

17:10 GMT

Meet the ASE 11-19 Committee

Friday January 8, 2027 17:10 - 17:30 GMT

LH323 (Learning Hub Level 3)

If you are a secondary teacher or science education consultant, come along to the "Meet the 11 to 19 Committee" session at the end of Friday of Annual Conference 2027.

Got a question? Ever wondered about what goes on behind the scenes? Ever thought about getting involved in Committee activities? Are you wanting to know more about Professional Registration or writing an article for one of the ASE journals?

We look forward to listening to your questions and will endeavour to answer them!

Speakers

Rebecca McCready

Chair of ASE 11 to 19 Committee, Duke's Secondary school, SE Northumberland

Friday January 8, 2027 17:10 - 17:30 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Curriculum (General), Leadership, Recruitment Retention and Wellbeing, Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, Post-16, Teacher Developers, Trainee Teachers
Social media handle(s) @theASE

08:45 GMT

Frontier Science: How the physical sciences can empower biology - applications of single molecule fluorescence to the biosciences

Saturday January 9, 2027 08:45 - 09:40 GMT

LH323 (Learning Hub Level 3)

The capability to image single molecules has revolutionised biology.

I will explain how these methods work and how we are currently applying them to study the molecular basis of neurodegenerative disease.

Lastly I will describe how our early single molecule work on DNA polymerase led to the development of next generation DNA sequencing, now widely used, and the lessons that can be learnt from this experience.

Speakers

Sir David Klenerman

University of Cambridge

Saturday January 9, 2027 08:45 - 09:40 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Frontier Science
Key Stage / Audience Type 7-11, 11-14, 14-16, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers

08:45 GMT

Research Meet (1)

Saturday January 9, 2027 08:45 - 09:40 GMT

LH324 (Learning Hub Level 3 lab-type space)

Research provides a means for exploring teaching and learning in classrooms and other contexts, with some studies suggesting new ways of working. Every year many science education Masters, PhD and EdD students develop an expertise in a specific area of science education which can provide useful insights into how science works in the classroom. Come along to this session to hear a range of findings arising from a number of these studies and join in discussions for those that interest you.

Speakers

Alastair Gittner

Teacher and Chair of ASE Research Committee, Hallam Teaching School Alliance

Saturday January 9, 2027 08:45 - 09:40 GMT
LH324 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Research
Key Stage / Audience Type Researchers, 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, FE/Skills, Post-16, Teacher Developers, Trainee Teachers, Initial Teacher Educators, Early Career Teachers

09:55 GMT

The genetics of sickle cell detection and therapy (MiniOne Systems)

Saturday January 9, 2027 09:55 - 10:50 GMT

CH314 (Creative Hub Level 3)

Join us on this hands-on workshop where we will unlock the secrets of Sickle Cell Disease.

We will explore the genetics of sickle cell disease and genetic testing.

Extend the narrative by becoming medical geneticists conducting newborn screenings for SCD to determine disease inheritance and susceptibility. We can wrap up with modern therapies now available for SCD.

Speakers

Erika Fong

Director, MiniOne Systems

Sponsors

MiniOne Systems (Embitec)

Saturday January 9, 2027 09:55 - 10:50 GMT
CH314 (Creative Hub Level 3)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 14-16, Post-16, Technicians, FE/Skills

09:55 GMT

Panel: Big Followings, Real Learning: A Q&A With Science Educators Who Reach Millions

Saturday January 9, 2027 09:55 - 10:50 GMT

Leathersellers Hide (Learning Hub Level 4)

We've all seen it: the student who can't focus for ten minutes in class will happily watch twenty or thirty science videos in a row on their phones.

Online science education has grown into a high-quality, mainstream part of how young people learn, sitting alongside the classroom rather than at its edges, and the best creators are now among the most influential science educators in the country. So what do they know that those in the classroom can borrow?

This session, chaired by Dave Allen, brings together some of the most successful science educators working on YouTube, TikTok and beyond for an open Q&A. Ask them how they grab and hold attention, turn a tricky topic into something memorable, and keep the science accurate under the pressure of the feed. It's a practical, honest conversation about the craft of engagement, the quality of learning that online education can deliver, and what genuinely transfers from a phone screen to a classroom.

Speakers

Stuart Naismith

Primary Teacher / Advisor, STEM with Mr N

I am Teacher of Innovation at Kelvinside Academy, a STEM educator and creator of STEM with Mr N, through which I have created hundreds of freely available STEM education videos and resources for teachers, children and families. Having spent most of my career as a primary classroom... Read More →

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Saturday January 9, 2027 09:55 - 10:50 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Trainee Teachers, Technicians
Social media handle(s) @theASE

09:55 GMT

Research Meet (2)

Saturday January 9, 2027 09:55 - 10:50 GMT

LH324 (Learning Hub Level 3 lab-type space)

Speakers

Alastair Gittner

Teacher and Chair of ASE Research Committee, Hallam Teaching School Alliance

Saturday January 9, 2027 09:55 - 10:50 GMT
LH324 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Research
Key Stage / Audience Type Researchers, 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, FE/Skills, Post-16, Teacher Developers, Trainee Teachers, Initial Teacher Educators, Early Career Teachers

09:55 GMT

Staying human in the science learning loop (AI Fairness)

Saturday January 9, 2027 09:55 - 10:50 GMT

LH323 (Learning Hub Level 3)

Is Generative AI fair for all science learners? The Department for Education names supporting personalised learning as a use case for generative AI in education, while warning that generative AI content can be inaccurate, biased or out of context. Science teachers carry responsibility for managing diversity, equity, inclusion and supporting identity formation in their classrooms. Generative AI is now sits inside that responsibility, often invisibly, as it infers things about students from their names, work, vocabulary and interests.

This accessible session widens the conversation from bias to fairness, looking at how generative AI shapes aspects such as cognitive challenge, assessment, the language and the framing different students encounter in their science learning. Building on research presented at ASE in 2026 (Hedlund, 2025) and on ongoing work into bias and fairness through names and assessment, the session turns research into practical guidance for science classrooms across all phases.

The session is built around being the informed human in the science learning loop. You will explore what to watch for, the quick wins that improve fairness, the mitigated prompts and processes that change what generative AI gives to your students, and how to model critical generative AI use to the students you teach. The session is pitched for a range of confidence levels with generative AI, and is grounded throughout in the realities of the science classroom.

Outcomes

Delegates will be able to:
• Recognise when generative AI is inferring student identity and changing science output as a result.
• Use specific strategies, prompts and processes that support fair generative AI use in their classroom.
• Model critical generative AI use to their students as part of wider digital literacy in the new Curriculum.
• Discuss the fairness implications of generative AI in science learning with colleagues, leaders and students.

Speakers

Victoria Hedlund

AI bias researcher, consultant and founder, Gen Ed Labs

Saturday January 9, 2027 09:55 - 10:50 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning
Key Stage / Audience Type Teacher Developers, 0-4, 5-7, 7-11, 11-14, 14-16, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

10:50 GMT

Chair Chat

Saturday January 9, 2027 10:50 - 11:15 GMT

Leathersellers Hide (Learning Hub Level 4)

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Emily Perry

Professor of Education, Manchester Metropolitan University

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Saturday January 9, 2027 10:50 - 11:15 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Assessment, Curriculum (General), Curriculum Change in England, Inclusion and Diversity including SEND, Leadership, Practical work including beyond the classroom, Recruitment Retention and Wellbeing, Research, Subject knowledge & pedagogy, Sustainability climate c
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

11:15 GMT

Keynote: Authentic scientific inquiry in school science: Learning from the history and philosophy of science

Saturday January 9, 2027 11:15 - 12:10 GMT

Leathersellers Hide (Learning Hub Level 4)

Inquiry-based learning is difficult to put into practice when we are teaching scientific content that is well-known and indisputable. If teachers already have the correct answers, why should students bother trying to find them out for themselves? Drawing from the history of science can help us find interesting questions that today’s mainstream science does not address and does not have ready answers to. I will illustrate this through examples taken from my previous and current work, including the anomalous boiling of water and the puzzle over the workings of the Voltaic battery. Taking inspiration from John Dewey, I focus on the experience of student. How can we help students have a true experience of science, both in experiencing natural phenomena and experiencing scientific inquiry? Dealing with phenomena that deviate from textbook descriptions can allow students to experience nature truly for themselves. Puzzling over how to make sense of such phenomena can give them the experience of actual scientific inquiry.

My discussion in this talk is part of a general attempt to enhance the interaction between science education and the history and philosophy of science (HPS). Despite great efforts by Michael Matthews, Douglas Allchin and others, HPS remains on the fringes of science education, and science education is not a major concern in mainstream HPS. This is a lamentable situation. On the side of philosophy of science, there is obvious potential for engagement with the teaching of the nature of science. From the history of science, I think the most promising contribution is to help students (and teachers) realise that respected past scientists have investigated nature in different ways from what we are now accustomed to, and that there is value in revisiting these alternative approaches.

Speakers

Hasok Chang

Professor, Dept of History and Philosophy of Science, University of Cambridge

Hasok Chang is the Hans Rausing Professor of History and Philosophy of Science at the University of Cambridge. He received his degrees from Caltech and Stanford, and has taught at University College London.

He is the author of Inventing Temperature: Measurement and Scientific Pro... Read More →

Saturday January 9, 2027 11:15 - 12:10 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type International, Teacher Developers, Researchers, 5-7, 7-11, 11-14, 14-16, FE/Skills, Post-16, Advisors/Consultants, Early Career Teachers, Trainee Teachers
Social media handle(s) @theASE

11:15 GMT

Using AI effectively to reduce workload - A realistic perspective

Saturday January 9, 2027 11:15 - 12:10 GMT

LH322 (Learning Hub Level 3)

This interactive workshop will give you a grounded, practical exploration of how AI can support workload reduction without creating additional stress, unrealistic expectations, or dependence on technology.

You will explore real examples of where AI can save time, including planning support, summarising information, drafting routine communications, adapting content for different audiences, generating starting points for resources, and reducing repetitive administrative tasks. Through discussion and short practical activities, you will consider how to evaluate when AI is genuinely useful, when it may be inefficient, and where caution is needed.

A key focus will be on critical use rather than blind adoption. You will consider issues such as accuracy, bias, safeguarding, privacy, and the importance of maintaining professional oversight.

Designed for educators and professionals who are curious about AI but want realistic, manageable approaches rather than technical deep dives or exaggerated claims, this session will leave you with practical ideas, increased confidence, and a clearer understanding of how AI can support, but not replace professional expertise.

Following this session, participants hopefully will be able to:

* Identify appropriate tasks where AI may reduce workload effectively.
* Critically evaluate whether AI is the right tool for a specific task.
* Apply simple AI-supported strategies to improve efficiency in planning, communication, and organisation.
* Recognise common risks and limitations when using AI in professional settings.
* Use AI more intentionally, ethically, and with clearer professional boundaries.
* Trial at least one realistic AI workflow within their own practice.

Speakers

Joanna Pellereau

PGCE Course Science Lead, Warwick University Centre for Teacher Education

Having been a physics teacher and Head of Department for over a decade, I am now Physics PGCE lead and a teaching fellow at the Centre for Teacher Education at the University of Warwick. I also take on freelance work and have supported OUP with the Kerboodle resources for the new... Read More →

Saturday January 9, 2027 11:15 - 12:10 GMT
LH322 (Learning Hub Level 3)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning, Research, Recruitment Retention and Wellbeing
Key Stage / Audience Type Researchers, Teacher Developers, 0-4, 5-7, 7-11, 11-14, 14-16, Post-16, FE/Skills, Technicians, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants

12:25 GMT

Frontier Science: Exploring Mars

Saturday January 9, 2027 12:25 - 13:20 GMT

LH323 (Learning Hub Level 3)

I have explored Mars with the Curiosity Rover, orbiters and Martian meteorites.

This talks summarises how we have reached a new understanding about the evolution of Mars and its Habitable, ‘Warm and Wet’ ancient past, and how we plan to continue exploring Mars with new missions – robotic and human.

Speakers

John C Bridges SFHEA

Professor / Planetary Scientist, University of Leicester School of Physics and Astronomy

Saturday January 9, 2027 12:25 - 13:20 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Frontier Science
Key Stage / Audience Type 5-7, 11-14, 14-16, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Trainee Teachers, Technicians

12:25 GMT

Relax and unwind with 3 short films on nature

Saturday January 9, 2027 12:25 - 13:20 GMT

Leathersellers Hide (Learning Hub Level 4)

Join us to relax and unwind during lunchtime at the ASE Annual Conference. Enjoy three stunning short films showcasing fascinating wildlife and their ecosystems.

‘The Caretakers’ is a journey into the weird, wonderful and truly astonishing lives of the small yet mighty creatures who keep the world turning – beetles. They have been successful for millions of years, but they’re in serious trouble; what does the future hold for these incredibly important animals, and for us if they disappear? 21 minutes. Director – Tom Hanner

‘Creatures of the Kaleidoscope’ Explore one of natures most magical creatures, the Cuttlefish. Embark on a mesmerising journey of nature’s living kaleidoscopes. Follow these elusive creatures as this documentary delves deep into the extraordinary lives of these remarkable cephalopods, see their unique abilities as they morph into a stunning array of colours and shapes in a blink of an eye. Witness the incredible transformation from vulnerable prey to cunning predators, navigating the vast oceans ever changing surroundings and dangers. 18 minutes. Director – Hannah Jodie Alexander

‘Fascinating World of Wood Ants’ This film visualizes the lifecycle of Wood Ants and emphasizes their vital ecological role in the ecosystem. It showcases their journey, social dynamics, and ecological contributions, highlighting the importance of preserving their habitats in the face of environmental challenges. 11 minutes. Director – Siddique Salim Khan

These short films are kindly made available for viewing at ASE’s Annual Conference through ASE’s long-standing collaboration with the Museo de Ciencias of the Universidad de Navarra.

Speakers

Marie Ann Reynell

Director of Development, Museo de Ciencias, Universidad de Navarra (Science Museum, University of Navarra)

Saturday January 9, 2027 12:25 - 13:20 GMT
Leathersellers Hide (Learning Hub Level 4)

13:35 GMT

What if the next climate solution is in your classroom? Project Earth - empowering young people to build a better world.

Saturday January 9, 2027 13:35 - 14:30 GMT

LH124 (Learning Hub Level 1)

Young people have extraordinary ideas for tackling climate change and biodiversity loss. Too often, those ideas never get beyond the classroom. Project Earth is changing that.

This talk explores how teachers can help young people move from learning science to using science to solve real problems — connecting their ideas with experts, opportunities and the support to take them further.

Don't just teach young people about the future. Give them the tools to help shape it.

Young people have extraordinary potential. Project Earth helps turn it into impact — now..

Speakers

Becky Parker MBE

Director (Project Earth) / Physics Teacher / Visiting Professor (School of Physics and Astronomy), Queen Mary University of London

[email protected]
Instagram: https://www.instagram.com/projectearthhq/
Youtube: https://www.youtube.com/@ProjectEarthHQ
LinkedIn: https://www.linkedin.com/company/project-earth-global/
My LinkedIn: https://linkedin.com/in/becky-parker424... Read More →

Saturday January 9, 2027 13:35 - 14:30 GMT
LH124 (Learning Hub Level 1)

Suitable for All key stages

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type 11-14, 14-16, Post-16, 7-11, Technicians, FE/Skills, Advisors/Consultants, Early Career Teachers, Initial Teacher Educators, Trainee Teachers, International

14:45 GMT

(Pearson) Future-ready science: Connecting climate, media literacy and green pathways

Saturday January 9, 2027 14:45 - 15:40 GMT

LH125 (Learning Hub Level 1)

This workshop will bring together two urgent agendas in science education: helping students make sense of climate and media-based claims, and ensuring they can see clear, meaningful progression into green and vocational futures. It will explore how science curriculum and qualification design can better connect scientific knowledge, evidence evaluation, real-world relevance and future pathways.

Participants will explore how science education can connect disciplinary knowledge with climate literacy, media literacy and green skills; consider how qualification design can make science more relevant and future-facing; and think about how curriculum, assessment and pathways can work together to support informed, motivated and aspirational learners.

Participants will leave with practical ideas for linking science teaching to climate and media literacy, a clearer understanding of how green skills and progression routes can be surfaced within KS4 science, and a stronger framework for thinking about relevance, engagement and future-facing qualification design.

Speakers

Tosin Oliyide

Senior Qualifications Manager - Science, Pearson

Becky Thorne

Senior Qualifications Manager, Pearson

Saturday January 9, 2027 14:45 - 15:40 GMT
LH125 (Learning Hub Level 1)

11-19

Theme Sustainability climate change and environmental issues, Research
Key Stage / Audience Type 7-11, 11-14, 14-16, Post-16, Technicians, Trainee Teachers, Early Career Teachers, FE/Skills, Advisors/Consultants, Initial Teacher Educators, Researchers

14:45 GMT

The best of Science on Stage 2026

Saturday January 9, 2027 14:45 - 15:40 GMT

LH323 (Learning Hub Level 3)

The biennial Science on Stage Festival took place in Klaipeda, Lithuania in May 2026.

The Science on Stage Festival brings together hundreds of teachers from across Europe and beyond to share and innovate strategies for teaching science at all levels, from early years through primary to secondary. In this session, members of the Science on Stage delegation which represented the UK at the Festival will describe and demonstrate some of the best bits from Klaipeda.

This session is being co-ordinated and chaired by Stuart Farmer, Chair of the Science on Stage UK National Steering Committee, along with some of those representing the UK in Klaipeda.

Speakers

Stuart Farmer

Learning and Skills Manager, IOP and Perimeter Institute

I was a teacher of physics in Scotland for over 30 years before becoming the Scottish Education Manager for IOP in February 2019. Throughout this time I have been active in curriculum and assessment development and providing professional learning for teachers. I am a former Chair... Read More →

Becky Parker MBE

Director (Project Earth) / Physics Teacher / Visiting Professor (School of Physics and Astronomy), Queen Mary University of London

Maren Kelly

Head of STEM, St Catherine's Prep School

Peter Munroe

Head of Chemistry, Uckfield College

Simon Poliakoff

Physics teacher and Lead Practitioner Teaching and Learning, The Priory School Hitchin

Over the last few years whilst working as a physics teacher Simon has created sets of ideas for teaching physics organised by topic area which are shared freely on a Creative Commons non-commercial licence via the www.teachphysics.org website. The aim has been to bring together practical... Read More →

Rose Edmondson

Teacher of science and geography, Falinge Park School

Alex Black

Council Member, Lets Think Forum

Saturday January 9, 2027 14:45 - 15:40 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, FE/Skills, Initial Teacher Educators, International, Post-16, Early Career Teachers, Trainee Teachers, Teacher Developers, Researchers

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